The Initial Line of Inquiry: A Simple Functional Assessment Presented by Development

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Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students. Design simple data collection tools to measure: A. reduction of problem behavior/increase in appropriate behavior and B. measuring fidelity of implementation (did they implement as designed?). 4. Know how to interpret data to determine “next steps” around a student.

Please ensure that cell phones do not ring Name Tag Start time: 8:00 Lunch: 11:30 End 4:00 Restrooms Quiet Cue

Materials 5

Feel Free to Ask Questions! This is YOUR Workshop! Feel Free to Ask Questions! Enjoy!

Introductions Choose as many index cards from the middle of your table as you think you will need for this activity. On each index card you chose write down one reason you are at this workshop/you need additional information about conducting functional assessment. Introduce yourself by telling us your name, position/school/role in the district, and all the reasons you are at this workshop/you need additional information about conducting functional assessment.

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry.

Decision-Making Strategies Meeting Basics Use of Agenda Rotating Roles Decision-Making Strategies Ground Rules & Norms

Tertiary Interventions Team Meeting Agenda DATES Facilitator Creates agenda and guides meeting Scribe Takes notes and copies for all Timekeeper Monitors time on agenda items Taskmaster Writes tasks and copies for all Rudder Ensures team stays on task (agenda) Encourager Checks task status, assists if help is needed Equalizer Ensures everyone is able to participate in discussion Jargon Buster Asks for clarification on unknown/confusing terms. Ground Rules: 1. 2. 3. Team members present: __________________________ List of priority students: ___________________________ Celebrations Task review Review new referrals Data review of progress and current referrals Plan for sharing of information with faculty & staff

Commonly Used Roles Facilitator Time Keeper Keeper of the Rudder Task Master Electronic Recorder Public Recorder 18

5-15% ~ 80% of Students 1-7% SYSTEMS OF INTEGRATED SCHOOL-WIDE SUPPORT: The Three Tiered Model Tertiary Interventions Systems for Students with High-Risk Behavior 1-7% Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior 5-15% Tier 1: Primary Preventions: Whole School Systems for All Students, Staff, & Settings ~ 80% of Students

Establishing Tier 2 Systems of Academic & Behavioral Supports ~15% of students Multiple referrals (2-5)/ At Risk of Academic Failure At-risk for developing more severe/chronic patterns of problem behaviors and/or academic challenges ~15% Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior

Tier 2/Secondary Coordination Team Check-In/ Check-Out Reading/ Literacy Intervention Math Intervention Study/ Organization Skills Int. Social Skills Intervention Coordinator/ Coach Literacy/ Reading Mathematics School Psy./ Behavior Specialist/ Administrator Tier 2/Secondary Coordination Team

Tier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS: The Three Tiered Model Tier 2: Secondary Interventions Specialized Systems for Students with At-Risk Behavior ~15% Tier 1: Primary Preventions Whole School, Classroom, and Non-Classroom Systems for All Students & Staff ~80% of Students

Individual Student System Tertiary Intervention Systems Individual Student System Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

Functional Assessment A process for identifying clear, predictive relationships between events in a person’s environment and occurrences of the target behavior in effort to explain the purpose of the behavior.

The BIG Question Why is the student doing what he or she is doing, when he or she is doing it, to get the outcome he or she gets? Or, What’s the function???

Outcomes of a Functional Assessment Identify Student Strengths Identify, Prioritize, & Define Problem Behavior(s) Determine Fast Triggers Determine Slow Triggers Determine Consequences Generate Hypothesis for the Function of the Targeted Behavior.

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry.

An Initial Line of Inquiry A Simple Functional Assessment

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts,& talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function An observable and measurable description of the behavior(s) of concern.

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern.

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction). “Make it Happen” An observable and measurable description of the behavior(s) of concern.

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …)

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) Team members initial explanation(s) of why behavior is occurring. “What might he/she be getting or avoiding?” “What else might he/she get or access as a result of engaging in the behavior?” “Does his/her behavior result in a power struggle?” “Does his/her behavior help to clarify the parental (family) system?” gain access or connection to others? get access to preferences? obtain a sense of control? clarify the rules? clarify parental roles? avoid unpleasant circumstances (e.g. work, person, place, activity? reduce anxiety or release tension? escape feeling inadequate? sensory feedback -feels good? reduce uncomfortable stimuli? increase beneficial stimuli?

An Initial Line of Inquiry Strengths of student: What the student does well? Student’s strengths, gifts, & talents. Slow Triggers (Setting Events) Fast Triggers (Antecedents) Behavior Problem Actual Consequences Perceived Function Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) An observable and measurable description of the behavior(s) of concern. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) Team members initial explanation(s) of why behavior is occurring. “What might he/she be getting or avoiding?” “What else might he/she get or access as a result of engaging in the behavior?” “Does his/her behavior result in a power struggle?” “Does his/her behavior help to clarify the parental (family) system?” gain access or connection to others? get access to preferences? obtain a sense of control? clarify the rules? clarify parental roles? avoid unpleasant circumstances (e.g. work, person, place, activity? reduce anxiety or release tension? escape feeling inadequate? sensory feedback -feels good? reduce uncomfortable stimuli? increase beneficial stimuli? Building DJ’s Hypothesis(es) to the Function(s) Given these circumstances… Sickness Missed meals Missed medicine Conflicts with certain when this occurs…. Other students unwilling to play/interact with Dominick Standing in line near someone person does… Hits Pinches Grabs another person with both in order to… Gain peer attention/ interaction Terminate/Avoid undesired peer interaction Cope with

Building DJ’s Hypothesis(es) to the Function(s) Given these circumstances… Sickness Missed meals Missed medicine Conflicts with certain peers Mrs. Coffey being absent when this occurs…. Other students unwilling to play/interact with Dominick Standing in line near someone with whom he does not get along Other students teasing him Mrs. Coffey being out of sight Unstructured time (playground, transitioning in line from or to classroom) person does… Hits Pinches Grabs another person with both arms Spits on another person (Sometimes scowls/grimaces and clinches fists before engaging in one of the other behaviors) (May cry or scream after behavior) in order to… Gain peer attention/ interaction Terminate/Avoid undesired peer interaction Cope with frustration of other students unwilling to play/interact with him

Curtis’ Initial Line of Inquiry Setting Stimulus Problem Consequence Perceived Antecedent Antecedent Behaviors Function (Slow Trigger) (Fast Trigger) More likely if When Curtis is Curtis yells Sent to office Curtis escapes the little sleep the asked to obscenities task/assignment night before. complete difficult and/or throws because he doesn’t or non-preferred objects like to make errors More like likely math and in front of his peers if teacher talks reading tasks and he doesn’t know to him about his how to ask for grades or behav- help without feeling ior at beginning others think he is of class stupid. More likely during Talking to girls Curtis is late Teacher scolds, Curtis gets teacher class changes in the hallway. for class, often writes an office and peer attention. in the hall ends in power referral, often Often escapes class struggle with goes to office. or assignment. We Curtis going to think he likes being the office acknowledged for being with girls & has little rapport with the teacher.

Fast trigger strategies From Hypothesis to Strategies Slow trigger Strategies Fast trigger strategies Alternative/ Competing Behavior Skills: Teaching Strategies: Long Term Desired Skills: Reinforcement Strategies: Alternative Behaviors: Long Term Skills: Class Behavioral Expectations Reduction/ Punishment Given these circumstances Slow Triggers when this occurs… the person does… Problem Behavior in order to… Get/Avoid because… Fast Triggers Function

Building DJ’s Hypothesis(es) to the Function(s) Given these circumstances… Sickness Missed meals Missed medicine Conflicts with certain peers Mrs. Coffey being absent when this occurs…. Other students unwilling to play/interact with Dominick Standing in line near someone with whom he does not get along Other students teasing him Mrs. Coffey being out of sight Unstructured time (playground, transitioning in line from or to classroom) person does… Hits Pinches Grabs another person with both arms Spits on another person (Sometimes scowls/grimaces and clinches fists before engaging in one of the other behaviors) (May cry or scream after behavior) in order to… Gain peer attention/ interaction Terminate/Avoid undesired peer interaction Cope with frustration of other students unwilling to play/interact with him

Fast Trigger Strategies DJ's Postive Behavior Support Recommendations Slow Trigger Strategies Call home if DJ has a fever or is throwing up Let DJ lie down Provide snacks/ food if DJ is hungry Use cooperative groups/teams/ structures Develop and use social stories to let DJ know that Mrs. Coons is absent and what happens when she is absent Fast Trigger Strategies Develop and use T-charts to teach rules for line and playground Provide guidance to substitute teachers Teach DJ to move places in line Role play appropriate peer attention getting/interaction skills Role play appropriate avoidance/termination of peer interaction skills Develop and use social stories to let DJ know that when Mrs. Coons is not close to him what he should do Alternative Skills Teaching Strategies Teach DJ to use self-management strategy to cope with frustration when other student(s) are not willing to play/interact with him or when the students tease him. Teach DJ to initiate peer interaction appropriately Teach DJ to avoid/terminate peer interaction appropriately Reinforcement Verbal praise Hugs Positive PEP cards Stickers Treasure Box Punishment Classroom System for Rule Infractions: -lose 1st card -lose 2nd -lose 3rd -miss play time -sad note home Crisis Level – Goes to ISS for no more than one hour

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students.

ACTIVITY As a group let’s prioritize a character we all know best. Please LETTER a piece of paper from A to G. Starting with A list each character in order next to each letter: Dr. Gregory House Bart Simpson Archie Bunker Cosmo Kramer Lucy Van Pelt Dexter Morgan Miss Piggy There are seven names listed. Beside the name of the character that you know the BEST put the number 7. Beside the name of the character you know the LEAST put the number 1. Looking at the remaining FIVE characters decide which you know the BEST and put the number 6. Beside the character you know the LEAST put the number 2. Continue doing this until all characters have a number beside them. Share your numbers as they are requested. The character with the highest score is the one we, as a group, know BEST.

ACTIVITY 1. Using the character whom we prioritized (using the Delphi Weighting Method) let’s complete an ILI together Slow trigger Strategies Fast trigger strategies Alternative/ Competing Behavior Skills: Teaching Strategies: Long Term Desired Skills: Reinforcement Strategies: Alternative Behaviors: Long Term Skills: Class Behavioral Expectations Reduction/ Punishment When these things occur the person does… Problem Behavior … and we believe it is because Given these circumstances Slow Triggers in order to… Get/Avoid Fast Triggers Function Put an ILI poster up and turn off the screen so that you can conduct the ILI on the character. Explain to the group to pay attention to the facilitation pieces as well as each other as they go through the process.

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. 2. Understand and be able to describe strategies to assist teams in prioritizing supports for students.

ACTIVITY 1. Using the character whom we prioritized (using the Delphi Weighting Method) let’s complete an ILI together 2. Let’s use the Delphi Weighting Method to prioritize the recommendations we generated…remember to letter the recommendations on a separate sheet of paper, put the highest number next to the recommendation you think is MOST important and the lowest number (1) next the recommendation you think in the LEAST important. Repeat this until you have scored all the recommendations. 3. As a group tally the scores and circle the top three scoring recommendations.

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students. 3. Design simple data collection tools for measuring: A. reduction of problem behavior/increase in appropriate behavior and B. fidelity of implementation (did they implement as designed?).

DATA . . . IS NOT JUST ANOTHER FOUR LETTER WORD!

Why Do I Have to Take Data? Determines baseline performance/measure. Provides objective assessment information. Leads to effective design of intervention. Used to identify goals & objectives. Used to monitor progress toward goals & objectives. Used to evaluate progress toward goals & objectives – i.e., data-based decisions. (TSJ/6/8) Data help schools to determine success. Reference is made to the fact that the use of data helps to take out emotion with decision making. This works well with students with special needs. When it comes to data you want to monitor. Definition of insanity referenced (what is the definition of insanity? Continuing to do the same thing and expect a different result). Professional Accountability

Data Must Be…. Collected Summarized Visually Displayed Used for Decision-Making (TSJ/6/08)Those are things we know.

Data Collection: Two Most Common Categories Permanent Product “a product that is tangible and can be measured after the behavior has occurred” (Cooper, Heron, & Heward, 1987) Direct Observation “A method of data collection that involves the careful watching and recording of something, (e.g. a situation, teacher, student or setting). Temporal, in the moment.”

Permanent Products Examples: tests, products, student performances Advantages: Easy to collect, tangible, permanent Disadvantages: Must be quantified for evaluation purposes (TSJ/6/08)You have to quantify for evaluation purposes.

Permanent Products Permanent products are by far the easiest of data collection strategies. The challenge is to summarize and visually display results over time. Easy! You do this anyway.

Data Visually Displayed Data Collection Running Record Date Words Correctly Read/Total Percentage Words Correctly Read 1/7/2008 24/28 86 1/10/2008 22/30 73 1/14/2008 25/31 81 Data Visually Displayed

Direct Observations

Direct Observation Data for Tertiary/Tier 3 Interventions Discrete Response/Correct-Error Recording: Used most often when teaching new skills or activity sequences. Responses are recorded as correct, error, and, at times, prompted. (e.g., use of self management strategy to diffuse anger; coming to class prepared, bringing in completed homework,… All of which could be appropriate behavior that needs to INCREASE!) Event/Frequency Recording: Measures the total number of times a specific behavior occurs. (e.g., number of occurrences of challenging behavior,…) Rate Recording: Measures the number of times a specific behavior occurs per one unit of time. (e.g., math facts per minute, raised hand (alternative to blurting out) during 30 minutes class…) Frequency Recording: Most appropriate for short duration responses Simple-Often a part of teachers routine Generally doesn’t interfere w/teaching Easily understood by staff, parents & students Useful with a wide variety of discrete behaviors Allows for comparison across days if length of observation varies from day to day Disadvantages May require more time Yields less accurate results w/ high rate behaviors not appropriate for long duration behaviors Duration Recording precise record of a behaviors length or occurrence & its simple Interval provide an estimate of the frequency and duration of behavior Use for high frequency, continuous or episodic yields frequency and duration data can help establish patterns time consuming, can make limited conclusions, low frequency behaviors must be measured frequently or records are deceptive (TSJ/6/08)this has come from the pe literature. Referenced to task analysis. Used symbols +,-,/,p. When you add a time piece it makes it rate data.

Direct Observation Data Other direct observation date observation strategies least common for secondary interventions include: Duration Recording: Measures how long a behavior occurs within an observation period (e.g. off task/out of seat for X seconds/minutes). Latency Recording: Measures how long it takes to initiate a behavior after the instructional/natural cue (X seconds/minutes to get out book, homework, etc). Interval Recording: Measures the occurrence or nonoccurrence of a behavior during an observation period (whole, partial, & momentary) {Come to two-day Tertiary Workshop for more information.} Frequency Recording: Most appropriate for short duration responses Simple-Often a part of teachers routine Generally doesn’t interfere w/teaching Easily understood by staff, parents & students Useful with a wide variety of discrete behaviors Allows for comparison across days if length of observation varies from day to day Disadvantages May require more time Yields less accurate results w/ high rate behaviors not appropriate for long duration behaviors Duration Recording precise record of a behaviors length or occurrence & its simple Interval provide an estimate of the frequency and duration of behavior Use for high frequency, continuous or episodic yields frequency and duration data can help establish patterns time consuming, can make limited conclusions, low frequency behaviors must be measured frequently or records are deceptive TSJ/6/08)You may not decrease the frequency but you may decreace the intensity/duration which is important. Student in yellow zone are typically disposed to problem behavior. Latency-they may show behavior but it may take student a length of time to respond. Interval mark / if occurs during whole interval, / part of the interval time, / for short momentary times. These three will most likely be used at a more tertiary level.

Direct Observation Data for Tertiary/Tier 3 Interventions Discrete Response/Correct-Error Recording: Used most often when teaching new skills or activity sequences (to replace inappropriate behaviors identified in the ILI). Responses are recorded as correct, error, and, at times, prompted. (e.g., use of self management strategy to diffuse anger; coming to class prepared, bringing in completed homework,… ) Frequency Recording: Most appropriate for short duration responses Simple-Often a part of teachers routine Generally doesn’t interfere w/teaching Easily understood by staff, parents & students Useful with a wide variety of discrete behaviors Allows for comparison across days if length of observation varies from day to day Disadvantages May require more time Yields less accurate results w/ high rate behaviors not appropriate for long duration behaviors Duration Recording precise record of a behaviors length or occurrence & its simple Interval provide an estimate of the frequency and duration of behavior Use for high frequency, continuous or episodic yields frequency and duration data can help establish patterns time consuming, can make limited conclusions, low frequency behaviors must be measured frequently or records are deceptive (TSJ/6/08)this has come from the pe literature. Referenced to task analysis. Used symbols +,-,/,p. When you add a time piece it makes it rate data.

Strategies for Collecting Data Pen and Paper Student self record Office Discipline Referrals Computer Student record for teacher Pennies, buttons, paper clips transferred from one pocket to another try to help teachers to make this more palatable. Relate self record to individuals who have tried to lose weight and monitored. When students self record they become invested. Simple easy, does to take away from teaching.

Examples RECOMMENDATION: Teach Octavia to use her personal schedule. Teacher provides data via chart

Examples RECOMMENDATION: Teach Johnny to raise his hand before saying the answer to a question. Collect data on the number of times he does this WITHOUT being prompted. Teacher collects data by moving buttons from left to right pocket for each question he asks the whole class. He then moves paper clips from left to right pocket each time Johnny raises his hand. Teacher records these numbers on chart below. Date and class Number of questions Number of hand raises

Examples RECOMMENDATION: Have Jermiah monitor his appropriate and inappropriate comments and in and out of seat behavior. Teacher collects data by creating a data sheet and reviewing with Jermiah how to mark it. In week one the teacher and Jermiah BOTH collect the data and compare daily. In week TWO, assuming Jermiah and the teacher had agreement the last 2-3 days of week one, Jermiah collects his own data.

ACTIVITY Using the character on whom we completed an ILI together and the top three recommendations that we prioritized (using the Delphi Weighting Method) generate a data collection tool. You may work as a group and create tools for all three recommendations or you may work alone and generate a tool for one of the recommendations. You will have 7 minutes and will have to share with the large group.

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students. 3. Design simple data collection tools for measuring: reduction of problem behavior/increase in appropriate behavior and B. fidelity of implementation (did they implement as designed?).

Fidelity of implementation is the delivery of instruction {intervention} in the way in which it was designed to be delivered. (Gresham, MacMillan, Beebe-Frankenberger, & Bocian, 2000)

Several studies confirm the importance of fidelity of implementation to maximize program effectiveness. A few notable ones: Foorman & Moats, 2004 Foorman & Schatschneider, 2003 Gresham et al., 2000 Kovaleski et al., 1999 Telzrow, McNamara, & Hollinger, 2000 Vaughn, Hughes, Schamm, & Klingner, 1998

Although these studies examined various interventions, the results suggest that positive student outcomes may be attributed to three related factors: 1. Fidelity of implementation of the process (at the school level) 2. Degree to which the selected interventions are empirically supported 3. Fidelity of intervention implementation (at the teacher level)

Link interventions to improved outcomes (credibility) Specific proactive practices that help to ensure fidelity of implementation include the following: Link interventions to improved outcomes (credibility) Definitively describe operations, techniques, and components Clearly define responsibilities of specific persons Create a data system for measuring operations, techniques, and components Create a system for feedback and decision making (formative) Create accountability measures for non-compliance

Examples RECOMMENDATION: Develop and use T-chart to teach behavioral expectations for raising hand to speak. Teacher provides copy or brings completed T-Chart to next meeting. Teacher collects data on teaching. Week of __ Week of__ 10 10 10 10 10 10 9 9 9 9 9 9 8 8 8 8 8 8 7 7 7 7 7 7 6 6 6 6 6 6 5 5 5 5 5 5 4 4 4 4 4 4 3 3 3 3 3 3 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 M T W R F M T W R F Raises Hand Appropriately (/=yes, X=no)

Examples Recommendation: With Jamirez, develop an anger control strategy. Put it in writing with pictures. Teach Jamirez to control his anger when a peer does not want to play with him during recess. Teacher shares copy of anger control strategy with words and pictures. Evidence of student words. Teacher documents teaching strategy. DATE CONTEXT NEEDED STUDENT RESPONSE/REACTION

Examples Recommendation: Each teacher who supports and/or teaches Susannah conduct a 2X10 with her beginning Monday. Teacher documents intervention on data sheet below. DATE Time of Day Topic of 2 min. conversation and any notable comments by Susannah 1 2 3 4 5 6 7 8 9 10

ACTIVITY Using the character on whom we completed an ILI together and the top three recommendations that we prioritized (using the Delphi Weighting Method) generate a fidelity of implementation data collection tool. Again, you may work as a group and create tools for all three recommendations or you may work alone and generate a tool for one of the recommendations. You will have 7 minutes and will have to share with the large group.

Workshop Outcomes As a result of this workshop, participants will: Know how to assist teams in conducting an Initial Line of Inquiry. Understand and be able to describe strategies to assist teams in prioritizing supports for students. Design simple data collection tools to measure: A. reduction of problem behavior/increase in appropriate behavior and B. fidelity of implementation (did they implement as designed?). 4. Know how to interpret data to determine “next steps” around a student.

What is next step for Brian?

Circle Total Number Steps Correct Goal: When Andy feels like he is “being challenged”, he will use his ACR strategy 4/5 opportunities Data: / = correct response; X = incorrect response; P = prompted response Circle Total Number Steps Correct Natural Cue(s): When Andy feels like he is “being challenged.” Natural Consequences: Andy will stay out of trouble. step Step/Behavior 9 Evaluate your choice. 9 9 9 9 9 8 Make a choice. 8 8 8 8 8 7 What do I want to happen as a result of my choice? 7 7 7 7 7 6 What could I do? 6 6 6 6 6 5 Was what was said or done, fair? 5 5 5 5 5 4 Why do you feel what you are feeling? 4 4 4 4 4 3 How do you feel? 3 3 3 3 3 2 Think. What just happened? 2 2 2 2 2 1 Stop. Take 2 deep breaths. 1 1 1 1 1 0 0 0 0 0 Scenario #   Date

Frequency/Discrete Response Data Sheet Student: Andy Goal: Increase use of anger control strategy and decrease negative comments made to teachers and peers SD: When Andy feels like his dignity is being attacked by a peer or teacher Date Negative Comments Frequency Data (tally marks) Total # of Negative comments Use of Anger Control Strategy Total # Use of anger control 12.02.07 IIII IIII 10 12.03.07 IIII IIII 9 I 1 12.04.07 IIII II 7 12.05.07 IIII 5 III 3 12.06.07 4 12.09.07 II 2 IIII I 6 12.10.07 IIII I 12.11.07 12.12.07 IIII III 8 12.13.07

What is next step for Andy?

Joey's In Seat DRL Chart time: 8:00-8:30 time: 9:00-9:30 time: 1:00-1:30 time: 10:00-10:30 time: 12:00-12:30 time: 11:00-11:30 date page began___________ Principal signature & date: _____________

Student: Joey Behavior: Out of Seat (less than 5 X per 30 min) Date: 1 Time Tally every time that the behavior occurs (out of seat) Total # of times behavior occurred during interval Criteria: Less than 5 per interval for dot 8:00-8:30 IIII IIII 10 8:30-9:00 IIII 4 9:00-9:30 III 3 9:30-10:00 10:00-10:30 10:30-11:00 11:30-12:00 IIII II 7 12:30-1:00 IIII I 6 1:00-1:30 1:30-2:00 2:00-2:30 5 Daily Total = 53

What is next step for Joey

What Next? 1. Practice!!! Practice!!!! Practice!!!! 2. Teach faculty and staff ILI procedures. 3. Connect to Primary and Secondary efforts.

EdPro Development Evaluation Questions??? Next Steps??? EdPro Development Evaluation 74

Thanks For Coming http://edprodevelopment.com/ 75

Competing Behavior Model Setting Events/ Slow Triggers Antecedents/Fast Triggers Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Long-term desired behavior alternative, functionally equivalent behavior

Reinforcing Consequence Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Academic engagement Anger Control Self Management Request to leave class/school Verbal & Physical Aggression Profanity Limited group of friends Lack of sleep Peer negative comments about size/physique or character Adult directions/ comments provided in officious, chiding, or condescending fashion Escape current demands/ situation Personal satisfaction Passing grades Enlistment in military